In order to judge the effectiveness of the KSP 330 field experience, please answer the statements below which indicate your part in the success of your clinical experience. Indicate your success by using the continuum of Strongly Agree (5) to Strongly Disagree (1) by circling the appropriate number for each statement.
1. I prepared for the initial visit by having an appropriate SA A U D SD
nametag, providing an autobiography, dressing
appropriately, and arriving punctually. 5 4 3 2 1
2. I prepared for the field experience by thoroughly reading
the clinical packet materials 5 4 3 2 1
3. I clarified the requirements of the field experience
by rereading the materials provided and/or by asking
questions of the KSP 330 professors. 5 4 3 2 1
4. I made arrangements for a lesson observation by
emailing my KSP 330 professor in a timely manner. 5 4 3 2 1
5. I took the initiative in talking to my clinical teacher about
the requirements for the experience, specifically preparing
and teaching lessons, videotaping a lesson, and completing
a class profile for classes I taught. 5 4 3 2 1
6. I contacted my MSU professor with concerns and
obstacles after trying to solve the problem myself. 5 4 3 2 1
7. I attended the field experience on each of the days
required. If I was unable to do so, I called the clinical
teacher and made arrangements to attend on alternate
days. 5 4 3 2 1
8. I asked my clinical teacher to provide feedback on
lessons taught. 5 4 3 2 1
9. I made copies of the seating chart, wrote in my journal,
designed and taught lessons, wrote a thank you note,
and completed other requirements that were listed on
the checklist. 5 4 3 2 1
10. I completed my clinical packet and handed it in on time. 5 4 3 2 1
Field Experience Level: II-Field Experience Note: This evaluation document acknowledges that Teacher Candidates should be assessed as beginning teachers, not experienced educators.
Domain 1: Planning and Preparation
Unsatisfactory
Developing
Meets Expectations (Danielson-Basic)
a. Demonstrating Knowledge of Content and Pedagogy -knowledge of content and structure of the discipline; prerequisite relationships; content-related pedagogy
x
b. Demonstrating Knowledge of Students -knowledge of child and adolescent development; learning process, students’ skills, knowledge, and language proficiency; students’ interests and cultural heritage; students’ special needs
x
c. Setting Instructional Outcomes -value, sequence, and alignment; clarity; balance; suitability for diverse learners
x
d. Demonstrating Knowledge of Resources -resources for classroom use; extend content knowledge and pedagogy; resources for students
X
e. Designing Coherent Instruction -learning activities; instructional materials and resources; instructional groups; lesson and unit structure
x
f. Designing Student Assessments -congruence with instructional outcomes; criteria and standards; design of formative assessments; use for planning
x
Domain 2: The Classroom Environment
Unsatisfactory
Developing
Meets Expectations (Danielson-Basic)
a. Creating an Environment of Respect and Rapport - teacher interactions with students; student interactions with other students
X
b. Establishing a Culture for Learning - importance of the content; expectations for learning and achievement; student pride in work
X
c. Managing Classroom Procedures - management of instructional groups; transitions, materials and supplies; non-instructional duties; supervision of volunteers and paraprofessionals
X
d. Managing Student Behavior - Expectations; monitoring of student behavior and misbehavior
X
e. Organizing Physical Space - Safety and accessibility; arrangement of furniture; use of physical resources
X
Domain 3: Instruction
Unsatisfactory
Developing
a. Communicating with Students - expectations for learning; directions and procedures; explanations of content; use of oral and written language
X
b. Using Questioning and Discussion Techniques - quality of questions; discussion techniques; student participation
X
c. Engaging Students in Learning - activities and assignments; grouping of students; instructional materials and resources; structure and pacing
x
d. Using Assessment in Instruction - assessment criteria; monitoring of student learning; feedback to students; student self-assessment and monitoring of progress
e. Demonstrating Flexibility and Responsiveness - lesson adjustment; response to students; persistence
x
Domain 4: Professional Responsibilities
Unsatisfactory
Developing
Meets Expectations (Danielson-Basic)
a. Reflecting on Teaching - accuracy; use in future teaching
X
b. Maintaining Accurate Records - student completion of assignments; student progress in learning; non-instructional records
X
c. Communicating with Families -information about instructional program and individual learners; engagement of families in the instructional program
X
d. Participating in a Professional Community - relationship with colleagues; involvement in a culture of professional inquiry; service to the school; participation in school and district projects
X
e. Growing and Developing Professionally - enhancement of content knowledge and pedagogical skill; receptivity to feedback from colleagues; service to the profession
X
f. Showing Professionalism - integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school and district regulations; professional dispositions
SP1. Interacts with students, co-workers, parents, and community in a positive, professional manner
x
SP2. Perceives and respects the physical, emotional, and social boundaries of others
x
SP3. Perceives and respects diversity among groups of people and individuals based on age, ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area
x
SP4. Listens and values others’ ideas
x
Integrity
SP5. Adheres to the guidelines for ethical conduct as described by Minnesota Bd. Of Teaching
x
SP6. Maintains confidentiality standards
x
SP7. Values and demonstrates honesty
x
Responsibility and work ethic
SP8. Arrives on time and completes assigned tasks on schedule
x
SP9. Accepts personal responsibility for one’s own actions
x
SP10. Arrives ready and able to support students’ intellectual, academic, social, and emotional growth
x
Commitment to teaching and professionalism
SP11. Engages in professional growth: reading, scholarly work, conferences, workshops and further coursework
x
SP12. Uses proper grammar and vocabulary in written and oral communication
In order to judge the effectiveness of the KSP 330 field experience, please answer the statements below which indicate your part in the success of your clinical experience. Indicate your success by using the continuum of Strongly Agree (5) to Strongly Disagree (1) by circling the appropriate number for each statement.
1. I prepared for the initial visit by having an appropriate SA A U D SD
nametag, providing an autobiography, dressing
appropriately, and arriving punctually. 5 4 3 2 1
2. I prepared for the field experience by thoroughly reading
the clinical packet materials 5 4 3 2 1
3. I clarified the requirements of the field experience
by rereading the materials provided and/or by asking
questions of the KSP 330 professors. 5 4 3 2 1
4. I made arrangements for a lesson observation by
emailing my KSP 330 professor in a timely manner. 5 4 3 2 1
5. I took the initiative in talking to my clinical teacher about
the requirements for the experience, specifically preparing
and teaching lessons, videotaping a lesson, and completing
a class profile for classes I taught. 5 4 3 2 1
6. I contacted my MSU professor with concerns and
obstacles after trying to solve the problem myself. 5 4 3 2 1
7. I attended the field experience on each of the days
required. If I was unable to do so, I called the clinical
teacher and made arrangements to attend on alternate
days. 5 4 3 2 1
8. I asked my clinical teacher to provide feedback on
lessons taught. 5 4 3 2 1
9. I made copies of the seating chart, wrote in my journal,
designed and taught lessons, wrote a thank you note,
and completed other requirements that were listed on
the checklist. 5 4 3 2 1
10. I completed my clinical packet and handed it in on time. 5 4 3 2 1
Return to LARS Page
Summative Evaluation 1
Field Experience Level: II-Field Experience
Note: This evaluation document acknowledges that Teacher Candidates should be assessed as beginning teachers, not experienced educators.
Domain 1: Planning and Preparation
(Danielson-Basic)
-knowledge of content and structure of the discipline; prerequisite relationships; content-related pedagogy
-knowledge of child and adolescent development; learning process, students’ skills, knowledge, and language proficiency; students’ interests and cultural heritage; students’ special needs
-value, sequence, and alignment; clarity; balance; suitability for diverse learners
-resources for classroom use; extend content knowledge and pedagogy; resources for students
-learning activities; instructional materials and resources; instructional groups; lesson and unit structure
-congruence with instructional outcomes; criteria and standards; design of formative assessments; use for planning
(Danielson-Basic)
- teacher interactions with students; student interactions with other students
- importance of the content; expectations for learning and achievement; student pride in work
- management of instructional groups; transitions, materials and supplies; non-instructional duties; supervision of volunteers and paraprofessionals
- Expectations; monitoring of student behavior and misbehavior
- Safety and accessibility; arrangement of furniture; use of physical resources
- expectations for learning; directions and procedures; explanations of content; use of oral and written language
- quality of questions; discussion techniques; student participation
- activities and assignments; grouping of students; instructional materials and resources; structure and pacing
- assessment criteria; monitoring of student learning; feedback to students; student self-assessment and monitoring of progress
- lesson adjustment; response to students; persistence
Domain 4: Professional Responsibilities
(Danielson-Basic)
- accuracy; use in future teaching
- student completion of assignments; student progress in learning; non-instructional records
-information about instructional program and individual learners; engagement of families in the instructional program
- relationship with colleagues; involvement in a culture of professional inquiry; service to the school; participation in school and district projects
- enhancement of content knowledge and pedagogical skill; receptivity to feedback from colleagues; service to the profession
- integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school and district regulations; professional dispositions
Summative Evaluation 2